This document outlines a unit plan for an 11th grade AP US History class covering the Progressive Era. It includes standards, assessments, and a week-long learning plan. On Friday, the School Library Media Specialist (SLMS) gives a tour of research resources like Galileo and InfoTrac and teaches students how to cite sources properly. Students work in groups to research topics using these databases and create a bibliography. The SLMS reflects that students struggled with using alternative research tools and citations, showing the value of the lesson.
The Teaching Museum North offers a variety of educational programs highlighting the roles of individuals and their impact on history. The Sacajawea Living Journal provides experiential learning opportunities and authentic journaling . Actress, Cathy Kaemmerlen can be found at http://tattlingtales.com/
The Teaching Museum North offers a variety of educational programs highlighting the roles of individuals and their impact on history. The Sacajawea Living Journal provides experiential learning opportunities and authentic journaling . Actress, Cathy Kaemmerlen can be found at http://tattlingtales.com/
Do you want your students to leave your classroom with a deeper, longer lasting understanding of Social Studies? This session will enable you to develop your studentâs critical thinking skills by immersing them in the inquiry process using primary source documents. Resources will be shared.
Name Kikana HayesDate 16Dec2022Problem with Submission .docxpauline234567
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Name: Kikana Hayes
Date: 16Dec2022
Problem with Submission
Explanation:
Kikana: This Touchstone assignment shows good effort. I am returning this Touchstone ungraded, though, because it does not effectively follow the instructions. For this Touchstone:
1. The focus is on one of the research questions listed in the lesson.
2. The research question for civil rights would be the following:
What lessons can we learn from African American history? Considering past struggles from Reconstruction to the civil rights movement of the 1950s and 1960s for African American civil rights, what lessons can we learn about the best strategies for engaging civil rights now and in the future?
3. One of the goals is to use both primary and secondary sources. There is a list of primary and secondary sources in 2a.
The aim of this assignment is to create a historical perspective in order to provide a context and grounding for events today. If how young people could be involved with the movement is of interest, then this strategy could be researched as one piece of the broader historical research questions.
Please also note the difference between primary and secondary research. Additional resources could be found using the keywords, but the primary sources are from first-hand accounts and may require more effort to find.
Before resubmitting, please review the touchstone instructions, rubric, sample touchstone, and requirements. If you have any questions on this information, please email the Sophia Learning Coaches at
[email protected].
Thank you, Jo Bennett
Hist1010 Touchstone 2 Template
Complete the following template, including all parts. Fill out all cells using complete sentences, aiming for one to three complete sentences for each cell of the template.
STEP 1: KNOWLEDGE
Select an issue you will address in your presentation for Unit 3 and decide which research question you want to focus on within your selected issue. Then, identify the key words and phrases that you will use as you search for sources.
What is the issue you would like to write about?
Engaging Civil Rights
Which question would you like to research?
What are the most effective strategies for engaging young people in civil rights activism?
What key words and phrases will you be looking for in your sources?
Keywords: Civil Rights, activism, engagement, strategies, youth, education, equality, outreach, advocacy and mobilization
STEP 2: COMPREHENSION
From a collection of sources, choose two primary and two secondary sources that have relevant information for the historical events you want to include in your presentation. List the sources you identified and explain why they are credible.
2a. Evaluate two secondary sources that will help you investigate your research question.
Secondary
Source 1
Secondary
Source 2
What is the title?
âWhy Not Us?â Youth Activism in the South
Youth in Revolt: Five Powerful Movements Fueled .
Social Justice and the Ontario Social Studies CurriculumStan Hallman-Chong
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This is the powerpoint that introduced some of the issues around the renewal of the Ontario Social Studies curriculum. For over a decade the curriculum has tried undergone many changes, sometimes encouraging the development of social responsibilities and sometimes not. Currently, we can decide whether we should focus on social justice or not. Either way we must enter a discussion of why and how.
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docxwildmandelorse
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Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
. Â
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.Â
Guidelines for the Timeline
To create the timeline, use the information from each weekâs Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.Â
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.Â
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:Â
Cover page
Reflection of the timeline
Tiki-toki link
A reference pageÂ
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.Â
State which event you found the most interesting and explain why.Â
If you had access to a time travel machine, explain which event you would like to have been a part of and why.Â
Predict an event that you think will be listed on future timelines and provide a rationale.Â
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
T.
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docxwildmandelorse
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Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
. Â
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.Â
Guidelines for the Timeline
To create the timeline, use the information from each weekâs Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.Â
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.Â
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:Â
Cover page
Reflection of the timeline
Tiki-toki link
A reference pageÂ
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.Â
State which event you found the most interesting and explain why.Â
If you had access to a time travel machine, explain which event you would like to have been a part of and why.Â
Predict an event that you think will be listed on future timelines and provide a rationale.Â
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
The summari.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Title of Unit : APUSH (Advanced Placement US
History) The Progressive Era
Unit Time Frame: Friday (2nd
, 4th, 5th
, 6th
)
Grade: 11thth
grade
25 students
Teacher: Dr. Starling- APUSH teacher
Brenda Alston SLMS
Stage 1 â Desired Results
Content Standard(s):
SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first
half of the 19th century, and the different responses to it.
a. Explain the impact of the Industrial Revolution as seen in Eli Whitneyâs invention of the cotton gin and his
development of interchangeable parts for muskets.
b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.
c. Describe reform movements, specifically temperance, abolitionism, and public school.
d. Explain womenâs efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.
e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of
American nationalism
SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction.
a. Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.
b. Explain efforts to redistribute land in the South among the former slaves and provide advanced education
(Morehouse College) and describe the role of the Freedmenâs Bureau.
c. Describe the significance of the 13th, 14th, and 15th amendments.
d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.
e. Explain the impeachment of Andrew Johnson in relationship to Reconstruction.
f. Analyze how the presidential election of 1876 and the subsequent compromise of 1877 marked the end of
Reconstruction
SSUSH12 The student will analyze important consequences of American industrial growth.
a. Describe Ellis Island, the change in immigrantsâ origins to southern and eastern Europe and the impact of this
change on urban America.
b. Identify the American Federation of Labor and Samuel Gompers.
C. Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull
and Wounded Knee.
d. Describe the 1894 Pullman strike as an example of industrial unrest.
SSUSH13 The student will identify major efforts to reform American society and politics in the Progressive
Era.
a. Explain Upton Sinclairâs The Jungle and federal oversight of the meatpacking industry.
b. Identify Jane Addams and Hull House and describe the role of women in reform movements.
c. Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.
d. Explain Ida Tarbellâs role as a muckraker.
e. Describe the significance of progressive reforms such as the initiative, recall, and referendum; direct election of
senators; reform of labor laws; and efforts to improve living conditions for the poor in cities.
f. Describe the conservation movement and the development of national parks and forests; include the role of
Theodore Roosevelt
2. SSUSH16 The student will identify key developments in the aftermath of WW I.
a. Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction.
b. Identify Henry Ford, mass production, and the automobile.
c. Describe the impact of radio and the movies.
d. Describe modern forms of cultural expression; include Louis Armstrong and the origins of jazz, Langston Hughes
and the Harlem Renaissance, Irving Berlin, and Tin Pan Alley.
SSUSH22 The student will identify dimensions of the Civil Rights Movement, 1945-1970.
a. Explain the importance of President Trumanâs order to integrate the U.S. military and the federal government.
b. Identify Jackie Robinson and the integration of baseball.
c. Explain Brown v. Board of Education and efforts to resist the decision.
d. Describe the significance of Martin Luther King, Jr.âs Letter from a Birmingham Jail and his I Have a Dream
Speech.
e. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965
Library Skills:
Recognize the organizational system used for the media collection and reference materials.
Use the organizational system to locate information in the media center.
Select the most appropriate reference for a given topic and retrieve information from multiple types of sources (e.g.
periodicals, newspaper, indices, almanacs, dictionaries, general and specialized materials, audio visuals, databases
where available.
Collect main ideas and supporting details from two or more sources and create a simple outline
Use cross reference in multiple types of sources
Use Galileo as a source of information for research project
Know how to write an entry for a bibliography
Understanding(s)/Goals:
Students will understand that:
There are a variety of research tools other than
Wikipedia and google.
Appropriate citations are necessary to maintain
ethical writing
Essential Question(s):
What is the significance of WW1 to the economy?
How are the voting rights for woman different
from African Americans?
Students will know (Nouns):
APA citations
MLA citations
Students will be able to (Verbs):
Use cross reference
Analyze information
Collect main ideas and supporting details
Stage 2 âAssessment Evidence
Teacher Generated Pretest on Progressive Era
97% of students failed
Performance Tasks:
Research a topic using media center resources
Cite sources correctly
Other Evidence:
Reflection
Graphic organizer
Use of media center resources
Stage 3 â Learning Plan
3. Dr. Starling: The teacher
Monday- The students will take notes over the Age of Reform/the Progressive Era Presidents. Due to the bus
evacuation/pep rally 2nd
and 4th
periods are catching up. Time permitting the documentary of the Jungle-
students will explain Upton Sinclairâs The Jungle and federal oversight of the meatpacking industry.
(Wizard of Oz parable by college professors and a high school history teacher)
Tuesday- The students examine the Progressive Presidents and their reform efforts in politics. They will
identify Jane Addams and Hull House and describe the role of women in reform movements.
Wednesday- The students will describe the significance of progressive reforms such as the initiative, recall, and
referendum; direct election of senators; reform labor laws; and efforts to improve living conditions for the
poor in the cities.
Thursday- the students take notes on the Progressive Era. They will explore the Platform and roots in the
Populist Party. Time Permitting-Iron Jawed Angels.
Friday-SLMS
SLMS gave a tour of the media centerâs website and display the research resources located under this site.
Students were divided in groups. Each group drew two topics from a hat. The SLMS gave instruction on how to
use Galileo. SLMS informed students to select general use and full text when keying in information. The SLMS
demonstrated how to select the âciteâ button to locate the citation. SLMS pointed out that Galileo gives a
variety of citation types. SLMS highlighted, copied and pasted to a word document. SLMS repeated the same
process using Info Trac. SLMS explained the importance of proper citations and giving credit to appropriate
individuals in order to maintain research integrity.
Students were given a graphic organizer and instructed to find information on their topics. They were asked not
to use Wikipedia or Google. A brief tour of the media centerâs other resources were given. Each group was
instructed to site appropriate resources either by handwriting on appropriate form, cutting and pasting or using
www.easybib.com. All of the resources are located under the school media centerâs website.
Students are to complete the group graphic organizer and Progressive Era reflection writing assignment.
Students are to follow the appropriate rubric given. Students will also be given a grade for correct creating a
bibliography.
During the last ten minutes of class, students will discuss their finding and any concerns with locating
information and creating a bibliography.
My Personal Reflection
When meeting with Dr. Starling and Mrs. Olivier they expressed that students are weak in the areas of making
appropriate citations and using other research resources besides Wikipedia and Google. We decided that it
was important for students to be shown how to use Galileo and Info Trac. Also students needed help with
creating appropriate citations.
After I taught the lesson, I was concerned that the activity wasnât challenging enough for this AP class. But
after the lesson began, the questions began too. Students were unfamiliar with Galileo and Info Trac. They
also needed assistance with creating their citations. Some students were resistant to the lesson, but they still
4. actively participated.
Participated. Dr. Starling stated that she was pleased with the lesson and the skills taught. She was also
surprised at the amount of students who did not know the resources in the media center exists Galileo and
Infotrac.
.